In our classroom, we regularly use Google Drive for collaborative lab reports and group presentations. However, for our students’ most recent project , we required students to work independently. Students were tasked with inventing a creative way to explain protein synthesis and the role that cells organelles play in cell function. I wanted to tap into students' multiple intelligences (Gardner 1998). Many students chose to create a comic strip or short story. Other students decided to use a more traditional approach of creating a poster or presentation.
One student discussed creating a concept map using Google Drive Presentation. The day before the project was due, this student shared his presentation with me. Along with sending his presentation, he sent a message to me and asked “how is this for my project." Using Google technology, I could discuss the student’s work with him, in real-time. This interaction allowed me to formatively assess where this individual student was at in his understanding of cellular organelles. I could also insert comments into the presentation to help the student better understand protein synthesis and the jobs of cellular organelles and to help him to achieve a better grade on the assignment.
This experience has expanded my knowledge of how to use interactive technology to enhance student learning. I realize that interactive technology can play an important role for stimulating both student-student discussion (preparation of lab reports and presentations) and student-teacher discussion (project preparation). I plan to use Google Drive again when students prepare for another formative project; I can use Google Drive as a required way to check in with student progress on their projects as well as their overall understanding of the current science unit. One problem I foresee is that not all students may have a computer and/or internet-access at home; I will have to figure out a different method for providing feedback for these students. I also would need to plan the time that I would be available to be online to give students feedback in real-time.
Gardner, H. (1998). A multiplicity of intelligences. Scientific American Presents: Exploring Intelligence, 9(4), 19-23.
One student discussed creating a concept map using Google Drive Presentation. The day before the project was due, this student shared his presentation with me. Along with sending his presentation, he sent a message to me and asked “how is this for my project." Using Google technology, I could discuss the student’s work with him, in real-time. This interaction allowed me to formatively assess where this individual student was at in his understanding of cellular organelles. I could also insert comments into the presentation to help the student better understand protein synthesis and the jobs of cellular organelles and to help him to achieve a better grade on the assignment.
This experience has expanded my knowledge of how to use interactive technology to enhance student learning. I realize that interactive technology can play an important role for stimulating both student-student discussion (preparation of lab reports and presentations) and student-teacher discussion (project preparation). I plan to use Google Drive again when students prepare for another formative project; I can use Google Drive as a required way to check in with student progress on their projects as well as their overall understanding of the current science unit. One problem I foresee is that not all students may have a computer and/or internet-access at home; I will have to figure out a different method for providing feedback for these students. I also would need to plan the time that I would be available to be online to give students feedback in real-time.
Gardner, H. (1998). A multiplicity of intelligences. Scientific American Presents: Exploring Intelligence, 9(4), 19-23.